Identidades académicas y gestión de equipos: ¿misión imposible?

[EN] This article is a reflection on the possible relationships between academic identities and team management. Rather than negating the relative importance of management, it is argued that only by adopting practices that are mindful of academic identities can one attempt to arrive at a novel notion of the idea of the university that is the result of a real dialogic co-construction among different parties (academics, managers, administrators, leaders, students etc) which is underpinned by a set of shared meanings and intentions.[ES] El artículo presenta una reflexión sobre las posibles relaciones entre las identidades académicas y la gestión de equipo. Más que negar la importancia relativa de la gestión, se argumenta que sólo adoptando prácticas que tengan en cuenta las identidades académicas será posible llegar a una noción novedosa de la universidad como resultado de una construcción dialógica real entre las distintas partes, (académicos, directivos, administradores, líderes, estudiantes, etc.) que esté apuntalada por un conjunto de significados e intenciones compartidas. Di Napoli, R. (2009). Academic identities and team management: mission impossible?. REDU. Revista de Docencia Universitaria. 7(4):1-13. https://doi.org/10.4995/redu.2009.6227OJS11374Aubert, N. (2003). La culture de l'urgence: la société malade du temps. Paris: Flammarion.Aubert, N. and De Gaulejac, V. (1991/2007). Le coût de l'excellence. Paris: Seuil.Bamber, V. et Al. (eds) (2009). Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education. Maidenhead: SRHE and Open University Press.Bauman, Z. (2000). Liquid Modernity. London: Polity Press.Benasayag, M. and Del Rey, A. (2008). Elogio del conflitto. Milano: Feltrinelli.Barnett, R. and Di Napoli, R. (2008). Changing Identities in Higher Education: Voicing Perspectives. London: Routledge.Block, P. (2008). Community: The Structure of Belonging. San Francisco: Berrett-Koelher Publishers.Castoriadis, C. (1975/1999). L' institution imaginaire de la société. Paris: Seuil.Chiddick, D. 'Short term goals will damage our long-term health and strength'. Times Higher Education, No, 1,909, 13-19 August 2009 (pp24-25).Coffield, F. and Williamson, B. (eds). Repositioning Higher Education. Buckingham: SRHE and Open University Press.Dall'Alba, G. and Barnacle, R. 'An ontological turn for higher education'. Studies in Higher Education, Volume 32, Issue 6, December 2007 (pp679 - 691).De Gaulejac, V. (2005/2009). La société malade de la gestion: idéologie gestionnaire, pouvoir managerial et harcèlement social. Paris: Editions du Seuil.Di Napoli, R. (2003). Modern Languages: Which Identities? Which Selves? Institute of Education, University of London (unpublished doctoral thesis).Evans, C. (1988). Language People: The Experience of Teaching and Learning Modern Languages in British Universities. Buckingham: SRHE and Open University Press.Evans, C. (1993). English People: The Experience of Teaching and Learning English in British Universities. Buckingham: SRHE and Open University Press.Gibbons, M. et Al (1994) (eds). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: Sage.Habermas, J. (2007). La condizione intersoggettiva. Bari: Laterza.Henkel, M. (2000). Academic Identities and Policy Change in Higher Education. London: Jessica Kingsley Publishers.Knights, D. and McCabe, D. (2003). Organization and Innovation: Guru Schemes and American Dreams. Maidenhead: Open University Press.Magatti, M. (2009). Libertà immaginaria: le illusioni del capitalismo tecnico-nichilista. Milano: Feltrinelli.Martin, E. (1999). Changing Academic Work: Developing the Learning University. Buckingham: SRHE and Open University Press.Mintzberg, H. 'Rebuilding Companies as Communities'. Harvard Business Review, Volume 87, Number 7/8, July-August 2009 (pp140-143).Nixon, J. (2008). Towards the Virtuous University: The Moral Bases of Academic Practice. London: Routledge.Nye Jr, J. S. (2008). The Power to Lead. Oxford: Oxford University Press.Ortega y Gasset (1930/2007). Misión de la Universidad. Madrid: Alianza Editorial.Readings, B. (1997). The University in Ruins. Cambridge, Massachusetts: Harvard University Press.Rowland, S. (2006). The Enquiring University: Compliance and Contestation in Higher Education. Maidenhead: SRHE and Open University Press.Sandel, M. J. (2007). The Case against Perfection: Ethics and the Age of Genetic Engineering. Cambridge, Massachusetts: The Beknapp Press of Harvard University Press.Senge, P. M. (1990/2006). The Fifth Discipline: The Art & Practice of the Learning Organisation. London: Random House.'What do you want in the new Warden?'. Staff Hallmark, Goldsmiths College, University of London, Issue 174, July 2009 (p5).Strathern, M. (2000) (ed). Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy. London: Routledge.Taylor, C. (1992). Sources of the Self: The Making of the Modern Identity. Cambridge: CUP.Taylor, P.G. (1999). Making Sense of Academic Life: Universities and Change. Buckingham: SRHE and Open University Press.Virilio, P. (2009). Le futurisme de l'instant: stop-eject. Paris: Editions Galilée

El desarrollo Educativo, una mirada externa: rasgos nacionales y aspectos institucionales en el caso del Imperial College London

[EN] The aim of this article is both to inform and reflect on the state and status of educational development in the UK, with special reference to the English case, using Imperial College London as an example of current trends and issues. While describing current trends in educational development, the paper attempts to reflect critically on a number of current issues: the need for an institutional strategy for educational development; the relationship between generic and discipline-based development; the 'service' status often ascribed to centres of educational development and its implications; and the need for securing a safe career paths for developers. At times of change in the Spanish context, the Spanish reader should find some of such themes familiar and it may be of interest to him/her to gauge the level of the debate on them in the UK.[ES] El propósito central del presente artículo es informar y reflexionar acerca del estado y del estatus del desarrollo educativo en la Educación Superior en el Reino Unido, especialmente en el caso de Inglaterra, tomando el caso de la Universidad Imperial College of London como ejemplo de los temas y de los rasgos de lo que actualmente preocupa en esta temática. A la vez que describe los rasgos básicos del proceso de desarrollo educativo, el texto trata de refle jar de un modo crítico diferentes aspectos implicados en él: la necesidad de estrategias institucionales para el mismo; el dilema entre un desarrollo basado en disciplinas o bien en un enfoque transversal de la docencia, el estatus de “servicio”, comúnmente atribuido a los centros de desarrollo educativo y sus implicaciones; así como la necesidad de asegurar una carrera profesional para los encargados de promover y dar apoyo al desarrollo mencionado. En los tiempos de cambio que se dan en el contexto español, el lector encontrará algunos temas que pueden serle familiares y quizás podrá juzgar el nivel de debate que se da en el ReinoUnido acerca de los mismos.Di Napoli, R. (2007). Educational development - a view from outside: national trends and institutional issues at Imperial College London. REDU. Revista de Docencia Universitaria. 5(1):1-13. https://doi.org/10.4995/redu.2007.6291OJS11351DfES web last accessed 8 November 2005: http://www.dfes.gov.uk/HEA web last accessed 8 November 2005: http://www.heacademy.ac.uk/HEFCE web last accessed 8 November 2005: http://www.hefce.ac.uk/HEFCE et al (October 2005) Higher Education in the United Kingdom, 2005/10; HEFCE, London Imperial College London (2005) Statistics Pocket Guide 2004-5; Imperial College LondonImperial College London web last accessed 8 November 2005: http://www.imperial.ac.uk/NCIHE (National Committee of Inquiry into Higher Education) (1997) Higher Education in the Learning Society ('Dearing Report'); NCIHE, LondonTimes Higher Education Supplement (2005) World University Rankings; the Times Higher Education Supplement, LondonQAA web last accessed 8 November 2005: http://www.qaa.ac.uk/Barnett, R. (1997). Higher Education: A Critical Business. Buckingham: SRHE and Open University Press.Land, R. (2004). Educational Development: Discourse, Identity and Practice. Buckingham: SRHE and Open University Press.Løvlie, L., Mortensen, P.K. and S. E. Nordenbo (eds) (2003). Educating Humanity: Bildung in Postmodernity. Oxford: Blackwell.Trowler, P. (1998). Academics Responding to Change: New Higher Education Frameworks and Academic Cultures. Buckingham: SRHE and Open University Press

Modern languages : which identities? which selves?

Academic identities in modem languages in the British higher education system may be\ud understood as an interaction between three domains: the institutional, the epistemological\ud and the ontological.\ud This model, initially developed at the beginning stages of the research, was refined\ud through subsequent field work. It comprised both the ways in which respondents\ud construct the institutions and disciplinary field in which they operate (which I call, in\ud tum, institutional and field identities) and the sense of the self that academics create by\ud positioning themselves within institutional and field structures and discourses in relation\ud to their personal histories, values and beliefs.\ud Staff of the languages departments of three English universities were interviewed in the\ud process of data collection. The outcome is a pattern which reflects the complex interplay\ud between institutional identities, field identities and selves. It is through the interaction\ud between identities and selves that the academic identity is built in each of the universities\ud perused.\ud Using concepts taken from constructivist-realism, the personal dimension emerges as\ud paramount in two senses. Firstly, it represents the lens through which the institutional and\ud field domains are both understood and constructed by the respondents. Secondly, it offers\ud a heuristic research device that assists in capturing the kind of personal and professional\ud self individual academics develop as they position themselves within institutional and\ud field discourses, and identify (or not) with some of these.\ud It emerges that the more institutional structures are stable, yet supple enough to\ud accommodate academics' values, the more academics' selves acquire a creative force that\ud benefits, ultimately, both the institution and the disciplinary field at large

Mechanical prophylaxis of venous thromboembolism in ill hospitalized medical patients: evidence and guidelines

Venous thromboembolism (VTE) represents one of the leading causes of mortality and morbidity in ill medical patients. Avoiding VTE is therefore of utmost importance in clinical practice. VTE prophylaxis can be assured by pharmacological strategies, such as heparinoids, unfractioned heparin, low molecular weight heparins, fondaparinux or oral anticoagulants and, when these are contraindicated, by mechanical measures, such as graduated compression stockings (GCS) and/ or intermittent pneumatic compression (ICP). However, due to the lack of solid literature evidence, VTE mechanical prophylaxis is not standardized in hospitalized ill medical patients. Much recently, findings from randomized clinical trials on VTE prophylaxis in ill medical patients, such as CLOTS I in patients with stroke and LIFENOX in patients with other kind of medical diseases, seem to increase doubts and reduce certainness in this context and recommendations from guidelines don't help in reducing confusion. Therefore the aim of this review is to focus on mechanical prophylaxis of VTE in hospitalized ill medical patients.http://dx.doi.org/10.7175/rhc.v3i3.20

Thermal mapping as a valuable tool for road weather forecast and winter road maintenance: an example from the Italian Alps

During the winter period ice is likely to form on roads, making pavement surfaces slippery and increasing accident risk. Road surface temperature (RST) is one of the most important parameters in ice formation. The LIFE+ “CLEANROADS” project aims to forecast RSTs in advance in order to support road maintenance services in the timely and effective preparation of preventive anti-icing measures. This support is provided through a novel MDSS (Maintenance Decision Support System). The final goal of the project is to quantitatively demonstrate that the implemented MDSS is capable to minimize the consumption of chemical anti-icing reagents (e.g. sodium chloride) and the associated environmental (water and air) impact while maintaining the current high levels of road safety. In the CLEAN-ROADS system RSTs have been forecast by applying the numerical model METRo (Model of the Environment and Temperature of Roads) to a network of RWIS (Road Weather Information System) stations installed on a test route in the Adige Valley (Italy). This forecast is however local and does not take into account typical peculiarities along road network, such as the presence of road sections that are particularly prone to ice formation. Thermal mapping, i.e. the acquisition of mobile RST measurements through infrared thermometry, permits to (i) identify and map those sections, and (ii) extend the forecast from a RWIS station to adjacent areas. The processing of thermal mapping signals is however challenging because of random variations in the road surface emissivity. To overcome this we have acquired several thermal mapping traces along the test route during winter seasons 2014-2015 and 2015-2016. We have then defined a “characteristic” thermal fingerprint as a function of all its historical thermal mapping signals, and used it to spatialize local METRo forecasts. Preliminary results suggest the high potential of such a technique for winter road applications

Study of the effect of different breast implant surfaces on capsule formation and host inflammatory response in an animal model

Background: Breast implants are biomaterials eliciting a physiological and mandatory foreign body response. Objectives: The authors designed an animal study to investigate the impact of different implant surfaces on the formation of the periprosthetic capsule, the inflammatory response, and the cellular composition. Methods: The authors implanted 1 scaled-down version of breast implants by different manufactures on 70 female Sprague Dawley rats. Animals were divided into 5 groups of 14 animals. Group A received a smooth implant (Ra ≈ 0.5 µm) according to the ISO 14607-2018 classification, Group B a smooth implant (Ra ≈ 3.2 µm), Group C a smooth implant (Ra ≈ 5 µm), Group D a macrotextured implant (Ra ≈ 62 µm), and Group E a macrotextured implant (Ra ≈ 75 µm). At 60 days, all animals received a magnetic resonance imaging (MRI), and 35 animals were killed and their capsules sent for histology (capsule thickness, inflammatory infiltrate) and immunohistochemistry analysis (cellular characterization). The remaining animals repeated the MRI at 120 days and were killed following the same protocol. Results: MRI showed a thinner capsule in the smooth implants (Groups A-C) at 60 days (P < .001) but not at 120 days (P = .039), confirmed with histology both at 60 days (P = .005) and 120 days (P < .001). Smooth implants (Groups A-C) presented a mild inflammatory response at 60 days that was maintained at 120 days and a high M2-Macrophage concentration (anti-inflammatory). Conclusions: Our study confirms that smooth implants form a thinner capsule, inferior inflammatory infiltrate, and a cellular composition that indicates a mild host inflammatory response. A new host inflammatory response classification is elaborated classifying breast implants into mild, moderate, and high

Analysis of Ga grading in CIGS absorbers with different Cu content

This work investigates the effect of Cu content and Ga grading on the performance of CIGS cells, by means of numerical simulations and comparison with corresponding experiments. Different Ga profiles and Cu average concentrations are considered. We show that the optical effect of Cu content must be properly taken into account to model NIR absorption. As far as the GGI profile is concerned, we show that the main improvement can be obtained by increasing the GGI ratio toward the back-side; an optimized notch bandgap profile can be designed with the help of these indications

Analysis of plastic forming parameters in AISI 441 stainless steel

Plastic deformation is the most common technique adopted to manufacture complex shape pieces in the most efficient way. Even higher requirements need to be faced in the different applications. In order to target such requirement quality and compliance tests are carried out aimed to guarantee that these standards are faced. This often means a waste of material and economic resources. A far as concerns welded stainless steel pipes many criticises affecting the general trend of subsequent machining need to be considered. Such critical issues are more evident in the case of ferritic stainless steel with respect to austenitic ones. Therefore, the study of operating and geometric parameters is fundamental in the production process of ferritic stainless-steel tubes, whose use is mainly for the automotive industry. The possibility to simulate by finite element method (FEM) allows to evaluate the effect of geometric parameters and process constraints on plastic deformation tubes capability, thus allowing to properly fit the plastic deformation process to the target shape as a function of the adopted steel

Educational consultation for reflective-dialogic partnerships: a possible model

In the field of practice of educational development, instructional consultation is generally accepted as a valuable strategy to improve the quality of teaching. While instructional consultation has been enacted for several decades as a one-to-one strategy to improve individual academics’ teaching, current evolutions in higher education challenge academics to engage in educational development as teams, reflecting on the pedagogical practices of their disciplines, within wider institutional and social contexts. In this paper, we first discuss the origins, meanings and impact of individual instructional consultation. Subsequently, we argue for a notion of educational consultation as reflective-dialogic partnership.Parmi les pratiques de développement professionnel, la consultation pédagogique est de manière générale considérée comme un dispositif précieux pour améliorer la qualité de l’enseignement. Alors que ce dispositif existe depuis plusieurs décennies comme stratégie individualisée, les évolutions actuelles dans l’enseignement supérieur invitent les universitaires à accentuer le travail par équipes et à réfléchir sur leurs pratiques pédagogiques dans des contextes institutionnels et sociaux élargis. Nous analyserons les origines, les divers sens et l’impact de la consultation pédagogique individualisée puis verrons l’intérêt d’envisager désormais la consultation pédagogique comme un partenariat réflexif et dialogique.Unter den Praktiken der beruflichen Entwicklung wird die pädagogische Beratung meistens als eine wertvolle Vorrichtung zur Verbesserung der Unterrichtsqualität betrachtet. Wenn diese Vorrichtung seit mehreren Jahrzehnten existiert und als individualisierte Strategie fungiert, so führen die aktuellen Entwicklungen im Hochschulbereich die Dozenten dazu, die Teamarbeit zu verstärken und über die eigenen pädagogischen Praktiken in breiteren institutionellen und sozialen Kontexten nachzudenken. Wir analysieren die Herkunft, die verschiedenen Bedeutungen und den Einfluss der individualisierten pädagogischen Beratung und zeigen, dass es von Interesse ist, die pädagogische Beratung von nun an als reflexive und dialogische Zusammenarbeit zu erfassen.Entre las prácticas de desarrollo profesional, la consultación pedagógica suele ser considerada como un dispositivo precioso para mejorar la calidad de la enseñanza. Aunque este dispositivo existe desde varios decenios como estrategia individualizada, las evoluciones actuales en la enseñanza superior invitan a los universitarios a acentuar el trabajo en equipos y a reflexionar sobre sus prácticas pedagógicas dentro de unos contextos institucionales y sociales ampliados. Analizaremos los orígenes, las diversas significaciones y el impacto de la consultación pedagógica individualizada luego veremos el interés de contemplar en adelante la consultación pedagógica como una colaboración reflexiva y dialógica